El trabajo colaborativo como estrategia de inclusión en el aula
Corporación Universitaria Minuto de Dios - UNIMINUTO
El presente trabajo se centró en comprender cuál es la percepción de los docentes sobre la incidencia del trabajo colaborativo como estrategia de inclusión en el aula en la Institución Educativa La Camila Sede Las Vegas, ubicada en Bello, ya que dentro de la institución se ha hecho evidente la necesidad de crear un ambiente de aprendizaje inclusivo y equitativo en una comunidad con alta diversidad cultural y socioeconómica. La investigación se abordó desde un enfoque cualitativo de tipo descriptivo, utilizando métodos como entrevistas y observaciones en aula, en esta se contó con una población de estudio conformada por treinta estudiantes de grado quinto, el coordinador y seis docentes, el presente trabajo se dividió en diversas fases para permitir una comprensión profunda de la realidad educativa en la institución. Los resultados mostraron que el Proyecto Educativo Institucional (PEI) y el Manual de Convivencia son pilares fundamentales para una educación inclusiva, en las entrevistas se destacó la importancia de la planificación y adaptación de estrategias colaborativas, en las cuales quedo en evidencia los desafíos de convivencia que enfrentan los docentes día a día, la falta de recursos, en las observaciones dentro del aula evidenciaron que el trabajo colaborativo fomenta la autonomía, interacción y la participación, facilitando así una educación de calidad, una mejora en las habilidades cognitivas y comunicativas mediante la diversificación de recursos y las adaptaciones curriculares enriqueciendo las experiencias de aprendizaje, siendo esto fundamental para garantizar inclusión y calidad educativa, logrando que la colaboración entre estudiantes potencie el pensamiento crítico y fomenta la tolerancia y el respeto. Finalmente se plantearon algunas recomendaciones, entre las que se destacó la necesidad de mejorar la cualificación docente en estrategias pedagógicas, la creación de ambientes inclusivos y el desarrollo de objetos de aprendizaje innovadores, también se recomendó implementar en las aulas el liderazgo compartido para mejorar la motivación y el compromiso entre los estudiantes y valorar cada esfuerzo de la institución por implementar el trabajo colaborativo y proporcionar diversos recursos a los docentes.
The present work focused on understanding the perception of teachers about the incidence of collaborative work as an inclusion strategy in the classroom at the La Camila Educational Institution Las Vegas Headquarters, located in Bello, since within the institution it has been done The need to create an inclusive and equitable learning environment in a community with high cultural and socioeconomic diversity is evident. The research was approached from a qualitative descriptive approach, using methods such as interviews and classroom observations, this included a study population made up of thirty fifth grade students, the coordinator and six teachers, the present work was divided into various phases to allow a deep understanding of the educational reality in the institution. The results showed that the Institutional Educational Project (IAP) and the Living Together Manual are fundamental pillars for an inclusive education, in the interviews the importance of planning and adapting collaborative strategies was emphasized, in which the challenges of coexistence that teachers face day by day, lack of resources, in observations within the classroom showed that collaborative work promotes autonomy, interaction and participation, Thus facilitating quality education, improvement of cognitive and communication skills through diversification of resources and curricular adaptations enriching learning experiences, this being fundamental to ensure inclusion and educational quality, ensuring that collaboration between students enhances critical thinking and promotes tolerance and respect. Finally, a number of recommendations were made, including the need to improve teacher training in teaching strategies, the creation of inclusive environments and the development of innovative learning objects, it was also recommended to implement shared leadership in classrooms to improve motivation and engagement among students and value each effort of the institution to implement collaborative work and provide various resources to teachers.
The present work focused on understanding the perception of teachers about the incidence of collaborative work as an inclusion strategy in the classroom at the La Camila Educational Institution Las Vegas Headquarters, located in Bello, since within the institution it has been done The need to create an inclusive and equitable learning environment in a community with high cultural and socioeconomic diversity is evident. The research was approached from a qualitative descriptive approach, using methods such as interviews and classroom observations, this included a study population made up of thirty fifth grade students, the coordinator and six teachers, the present work was divided into various phases to allow a deep understanding of the educational reality in the institution. The results showed that the Institutional Educational Project (IAP) and the Living Together Manual are fundamental pillars for an inclusive education, in the interviews the importance of planning and adapting collaborative strategies was emphasized, in which the challenges of coexistence that teachers face day by day, lack of resources, in observations within the classroom showed that collaborative work promotes autonomy, interaction and participation, Thus facilitating quality education, improvement of cognitive and communication skills through diversification of resources and curricular adaptations enriching learning experiences, this being fundamental to ensure inclusion and educational quality, ensuring that collaboration between students enhances critical thinking and promotes tolerance and respect. Finally, a number of recommendations were made, including the need to improve teacher training in teaching strategies, the creation of inclusive environments and the development of innovative learning objects, it was also recommended to implement shared leadership in classrooms to improve motivation and engagement among students and value each effort of the institution to implement collaborative work and provide various resources to teachers.
Analizar las percepciones de los docentes frente a la incidencia del trabajo colaborativo como estrategia de inclusión en el aula en la Institución Educativa La Camila Sede Las Vegas, en el municipio de Bello.
collaborative work, inclusion, diversity, multiculturality, pluridiversity, interculturality
Escobar Correa, D y Zuluaga López, M. C. (2024) El trabajo colaborativo como estrategia de inclusión en el aula [Monografía, Corporación Universitaria Minuto de Dios - UNIMINUTO]. Repositorio UNIMINUTO